Challenges of using EMI Re-examining l1 use in the classroom Students

1
Challenges of using EMI Re-examining l1 use in
the classroomStudents perspectives

• Mouhamad Mouhanna
• TESOL Sudan 26th Feb 2015
• UAE University, UFP
• mmouhanna_at_uaeu.ac.ae

2
Quick Quiz

• 1. Does your institution tolerate some L1 use in
  your EFL teaching?
• Y N

3
Quick Quiz

• 2. In your classroom do you allow the use of L1
  by students?
• Y N

4
Quick Quiz

• 3. Should students opinions be reflected in
  educational policy?
• N Y

5
Quick Quiz

• 4. In your opinion, does the English only EFL
  Classroom really exist?
• Y N

6
Introduction

• Despite recent studies illustrating the value of
  limited L1 use in the classroom, it is still
  discouraged by most EFL institutions.
• Based on a set of student data we will explore
  the potential role of L1 in EFL teaching.

7
During this session we Plan to

• 1. Explore the prominent views regarding the use
  of L1 in the literature.
• 2. Report on the findings of a small- scale
  research project about university students
  perceptions of the role of L1 in the EFL
  classroom
• 3. Investigate the rationale for discouraging L1
  use in EFL tertiary programs

8
Literature ReviewRecent studies opposed to the
English only policy have been based on

• Critical explorations of the English only axiom
• Studies on cognitive and multilingual functioning
  that demonstrate the collaborative interaction
  between L1 and L2.
• The role of L1 in L2 learning based on a
  Vygotskian socio-cultural framework

9
1. Critical Explorations of The English only
axiom

• Phillipson (1992) challenges the belief that
  English is best taught monolingually, as a
  fallacy rooted in colonialism.
• It facilitates the way for another fallacy namely
  the ideal teacher of English is a native English
  speaker.
• This fallacy helps to absolve NESTs from needing
  to learn or learn about their students L1
  (p.192), and subsequently supports NESTs
  dominant status.
• Disempowers the L1
• The ethos of monolingualism implies the
  rejection of the experiences of other languages,
  meaning the exclusion of the childs most
  intense existential experience (p.189).

10
1. Critical explorations of The English only
axiom

• Auerbachs (1993) arguments follows a similar
  vein, and details U.S. based studies where the L1
  was effectively incorporated in ESL learning.
• EFL policys approach towards L1 is all or
  nothing, has ideological roots, with limited
  backing from research
• Her study, she asserts
• It reduces anxiety and enhances the affective
  environment for learning, takes into account
  sociocultural factors, facilitates incorporation
  of learners life experiences, and allows for
  learner- centered curriculum development. Most
  importantly it allows for language to be used as
  a meaning- making tool and for language learning
  to become a means of communicating ideas rather
  than an end in itself (p.20).

11
2. Studies based on cognition and multilingual
functioning

• Storch and Wigglesworth s (2003) study
  demonstrates that L1 provides cognitive support
  during language analysis and in the completion of
  cognitively demanding tasks. It allows students
  to work at cognitively higher levels and may be a
  normal psychological process (p.768).
• Herman et al (1998) question whether language
  learners should be expected to or are even
  capable of suppressing L1 during L2 retrieval
  tasks .
• Scott and de la Fuente (2008) conclude that
  students not permitted to use L1 during a grammar
  peer activity displayed reduced and fragmented
  levels of interaction, imposing difficult
  cognitive demands, which will hinder the use of
  class talk, and impede natural learning
  strategies.

12
3. The role of L1 in L2 learning based on
Vygotskian socio-cultural frameworks

• Studies within a Vygotskian socio-cultural
  framework highlight the scaffolding role that L1
  plays in the production of L2 particularly in
  peer work.
• In a study based on collaborative writing tasks
  where students used L1, Anton and DiCamilla
  (1998) found the L1 moved learners through their
  zone of proximal development and played a
  strategic cognitive role in scaffolding (p.
  319).

13
How much L1 is too Much?

• Although the literature supports L1 use, it does
  not support its random use (Wilkins 1974,
  Atkinson 1987, Mai-ling 1996, Scott De la Fuente
  2008)
• Mai-ling (1996) highlights that teachers need to
  ensure that there is critical reflection around
  the sensible use of L1 in the EFL classroom
• Atkinson (1987) supports a productive use of L1
  (5)

14
Re-examining l1 use in the classroomStudents
perspectives
15
Rationale

• L1 is considered by some teachers as a
  hindrance, while others view it as a beneficial
  tool in EFL teaching. Students perceptions
  regarding this pedagogical question however, is
  often overlooked.

16
Research Questions

• What are students thoughts about the use of L1 in
  the classroom?
• What were students previous experiences in the
  high schools?
• Do the opinions of students at the different
  English levels vary?
• What is the policy regarding the use of L1 in the
  classroom and what is their rationale?

17
Methodology

• A Quantitative and Qualitative (mixed method)
  study based mainly on survey findings.
• A survey for students was designed with Likert 5
  point questions.
• Interview with the Head of a tertiary English
  foundation program

18
Participants

• Survey respondents were 124 new students from
  Beginner Level (40) Intermediate Level (46)
  Advanced Level (38). All the students were female
• The Head Of the English Program in a tertiary
  institution

19
Data Analysis

• SPSS Basic Descriptive Statistics (means etc.).
• Independent Samples T-Test to Identify Areas of
  Interest and trends
• Trends/ patterns to be explored in depth through
  the open ended questions

20
Reliability Test

• SPSS determined.
• Cronbach's Alpha 0.612.
• Reliability Test valid.
• Survey answered Valid and not at random

21

• Statistical Results

22
Survey Questions

• Do you think the use of Arabic in the classroom
  helps you learn English?
• 1.?? ????? ?? ??????? ????? ??????? ?? ????
  ?????? ??? ???? ????? ???????????
• Strongly Agree Agree No Opinion
  Disagree StronglyDisagree
• ???? ???? ?????
  ?? ??? ?? ?????
  ????? ????
• Do you think the use of Arabic in the classroom
  helps you learn English better?
• 11. ?? ????? ?? ??????? ????? ??????? ?? ????
  ?????? ??? ???? ????? ?????????? ????? ?????
• Strongly Agree Agree No Opinion
  Disagree Strongly Disagree
• ?? (????????) ??
  ?? ??? ?? ???
  ??? (????????)

23
Reliability Test
Levels q1 q11
level 1 Mean 2.05 1.73
level 2 Mean 3.13 2.60
level 3 Mean 3.03 2.71

24

• Statistical Results
• Do you think the use of Arabic in the classroom
  helps you learn English?
• 1.?? ????? ?? ??????? ????? ??????? ?? ????
  ?????? ??? ???? ????? ???????????
• Strongly Agree Agree No Opinion Disagree
  Strongly Disagree
• ???? ???? ?????
  ?? ??? ?? ?????
  ????? ????
• There was a significant difference between the
  Level 1 (n2.05)and Level 2 (n3.13)
• And also a significant difference between level
  1(n2.05) and level 3 (n3.03)

25
Statistical Results

• Do you like your teacher to use Arabic in class?
• 2.?? ??? ?? ?????? ????? ????? ??????? ?? ?????
• Strongly Agree Agree No Opinion Disagree
  Strongly Disagree
• ???? ???? ????? ??
  ??? ?? ????? ????? ????
• No significant differences between the 3 levels
  however means increase with level.
• Level 1 (n 2.38)
• Level 2 (n2.93)
• Level 3 (n3.11)

26
Do you think Arabic should be used by the
students in the classroom? 7. ?? ????? ?? ?????
??????? ??? ???????? ?????? ?? ??? ?????
???????????Strongly Agree Agree No Opinion
Disagree Strongly Disagree ???? ????
????? ?? ????? ?? ??? ??
????? ????? ????

• There was a significant difference between Level
  1 (n2.30)and 2 (n3.61)
• also between level 1(n2.30) and level 3
  (n3.29)
• no sig difference between level 2 and level 3

27
What percentage of the time do you think Arabic
should be used in the English class? Choose
one.8. ?? ?????? ??????? ???? ????? ??? ???
??????? ????? ??????? ???? ?? ????? ??? ?????
??????????? (50 ?? ????) 20
10 5 0

• The lower level learners prefer more Arabic in
  the classroom
• Level 1 n3.67
• Level 2 n3.07
• Level 3 n 2.79

28
Was Arabic used in the classroom when you were in
high school?

• Out of 124 students
• 13 students answered No 10
• 111 answered Yes 90

29
Qualitative Results from students
30
SAMPLE RESPONSES LEVEL 1 Students Is there a
difference between the use of Arabic in your
English classes in secondary school and your
university classes?

• ???? ??? ?? ??????? ???????? ??????? ????? ? ???
  ?? ??????? ?????? ??????? ??????? ?? ?????? ?
  ??????.
• In high school teacher is Arabic, and in
  University the teacher is English they differ in
  their letters and speed.
• ????? ???? ??????? ???? ??? ????? ?????
  ?????????? ?????? ??????? ??? ???? ?? ???? ???
  ???? ??? ??? ??? ??? ?? ??????.
• When the teacher used to explain English grammar
  through the Arabic language we were able to
  understand but now we are
• Deaf, dumb and blind.

31
SAMPLE RESPONSES LEVEL 2 Students Is there a
difference between the use of Arabic in your
English classes in secondary school and your
university classes?

• ??? ?????????? ?????? ?? ??????? ???? ?? ???????.
• English is required more in the university than
  the school .
• ?? ??????? ???????? ???? ???? ?????? ??????????
  ??? ??? ???? ????? ? ?????? ??? ??????? ???????
  ??? ????? ?? ????? ?????.
• At the secondary level, the teacher explained in
  English, then re-explained by translating some of
  the words into Arabic, so that we would gain a
  better understanding.

32
SAMPLE RESPONSES LEVEL 3 Students Is there a
difference between the use of Arabic in your
English classes in secondary school and your
university classes?

• There is the same because our teacher in the
  high school always used English only in the class
  because that was helpful for the student to
  overcome the challenges of talking in English.
• ?? ??? ???? ????????? ?????? ??????????? ??? ???
  ?????? ?? ?????? ????? ??????????.
• If we are to understand the English language, the
  teacher must use English.

33
How do you feel when the teacher uses Arabic in
the ESL Classroom? Level 1 respondents

• ???? ??????? ? ??? ???? ?? ????? ??? ??????
  ?????? ?????? ??????? ??????.
• I feel comfortable in my country where I can
  speak Arabic.
• ?????? ??? ?? ???? ?????? ??? ? ??? ?? ?????
  ?????? ????.
• Easily describe what I want to talk about and
  understand what the teacher requests.
• When I speak Arabic with my English teacher
  sometime I feel comfortable and confident because
  I sure my sentence is good and I sure my sir not
  comment for my sentence.

34
How do you feel when the teacher uses Arabic in
the ESL Classroom? Level 2 respondents

• I can feel sometimes comfit win I speak English
  but not always I come her to learn not Arabic and
  I want to improve my language so I have to speak
  English but sometimes I like to speak to
  understand or to fun.
• ???? ??? ????????? ????? ????? ? ???? ???? ????.
• I take that information quickly and easily.

35
How do you feel when the teacher uses Arabic in
the ESL Classroom? Level 3 respondents

• ???? ????? ?? ????? ?????????? ??? ????? ????????
  ?? ??? ????? ??????????.
• I feel that I will not learn English if the
  teacher speaks Arabic.
• ???? ? ????? ?? ??? ????? ??????? ? ???????? ????
  ??????? ?? ??? ????? ?????????? ?? ??????? ???
  ???? ????? ??????????
• ?I feel like I am in an Arabic class and to use
  Arabic will not help us to learn English

36
EFL Programs policy

• Is there a place for L1 in the EFL classroom?

37
Institution Policy

• Well in general the institution prefers the
  teachers or expects teachers to exclusively use
  English only in the classroom.
• A few years ago they had to make it policy that
  teachers use English only in the class.
• (Head of English
  Program)

38
Rationale for the institutions policy

• It stems from the history of this place.
  Students in the public school system spent a few
  years struggling with English and the vast
  majority of the teachers come from the Middle
  East. The teachers inadequate training and the
  main problem is that they use a lot of Arabic in
  the classroom.
• The teachers understand they shouldnt use it
  and students can complain about the use of
  Arabic.
• (Head of
  English Program)

39
Rationale for the institutions policy

• The university made that decision thinking that
  the use of L1 in the classroom is bad because of
  the frustration with the experience in the
  primary and secondary school. This frustration
  has resulted in them making such decisions that
  can be extreme without thinking about the
  pedagogic implications so its not the linguist
  or applied linguist who has decreed this but its
  the local administration who believe that Arabic
  is the problem.
• Head of
  English Program)

40
Summary of Findings

• Level 1 students indicated a higher level of
  support for L1 (mean 2.05) use compared to Level
  3 students (mean 3.03).
• Reports of experiences with learning English at
  the secondary school level indicate that teachers
  relied heavily on the use of L1 in their ESL
  teaching.
• Most students saw potential benefits for their
  own use of L1 in their learning, with level one
  students (2.3) demonstrating more support for
  this than level three students (3.29).

41
Pedagogical Implications of the study

• The finding that lower level students who were
  more likely to support L1 use as a scaffolding
  tool, indicated that students identified this as
  an important part of effective learning.
• Rather than being only an administration policy,
  students opinions regarding this pedagogical
  tool should also be taken into account in a
  collaborative decision making process. Teachers
  should encourage discussion around the role of L1
  in EFL learning.

42
Do you think the Use of L1 can help students?

• If used effectively yes but one can teach
• English without the use of Arabic
• (Head of English
  Program)

43
Some final thoughts

• How often Arabic should be used in the
  classroom?
• Rarely about 5 of the time
• (Head of English Program)

44
Some useful references

• Anton, M. DiCamilla, F. (1998). Socio-cognitive
  Functions of the L1 Collaborative Interaction in
  the L2 Classroom. Canadian Modern Language
  Review, 54, 314-342.
• Atkinson, D. (1987). The mother tongue in the
  classroom A neglected resource? ETL Journal, 41,
  4, pp. 241-247.
•  
• Auerbach, E. (1993). Reexamining English only in
  the ESL classroom. TESOL Quarterly, vol. 27, 9-
  32.
•  
• Schweers, C.W. (1999). Using L1 in the L2
  classroom. English Teaching Forum, 37, 2, p.
  6-13. Retrieved February 2008, from
  http//exchanges.state.gov./forum/vols/vol37/no2/p
  6.htm
•  
• Storch, N. Wigglesworth, G. (2003). Is there a
  role for the use of L1 in an L2 setting? TESOL
  Quarterly, 37, 4, 760-769.
• Scott, V. and De La Fuente, M. (2008). Whats the
  Problem? L2 Learners Use of the L1 During
  Consciousness- Raising, Form focused Tasks. In
  The Modern Language Journal, 92, 1, 100-113.
• Storch, N. Wigglesworth, G. (2003). Is there a
  role for the use of L1 in an L2 setting? TESOL
  Quarterly, 37, 4, 760-769.